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Introduction to speech, language and communication needs (SLCN)

Introduction to speech, language and communication needs (SLCN). Lisa Morgan – Professional Director The Communication Trust. Learning Outcomes -. By the end of this session, we’re aiming for: Introductory understanding of SLCN Awareness of the impacts for children with SLCN

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Introduction to speech, language and communication needs (SLCN)

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  1. Introduction to speech, language and communication needs (SLCN) Lisa Morgan – Professional Director The Communication Trust

  2. Learning Outcomes - By the end of this session, we’re aiming for: • Introductory understanding of SLCN • Awareness of the impacts for children with SLCN • Awareness of the roles of primary school teachers in supporting SLCN • Useful signposts for further information

  3. Quick Think 1 With your neighbour, think of what might be included in • Speech • Language • Communication

  4. A simple model Understanding/comprehension Processing and integrating Planning and organising to support expressive language Receptive skills Listening, attention, perception Expressive language ‘Talking’ Sounds, words, sentences, narrative Speech Input Output Language in a social context – communication Underpinned by desire, need and confidence to communicate

  5. Activity 1 Speech, Language or Communication? • Bob is 7. He LOVES talking! He chats all the time, whether it’s his turn or not and likes to stand really close when he’s talking. He’s really loud and his favourite topic is trains – he seldom talks about anything else! • Tomasz is 5. He says things like: ‘I taw a tea-dull at a tea-tide’ • Shaznay is 10. She often starts tasks doing the last thing you said and often does things you’re not expecting. She seldom puts her hand up.

  6. Speech, language and communication working together

  7. What are SLCN? • Most children follow the expected pattern of development for their speech, language and communication at the expected time. Some, however, do not. These children are described as having speech, language and communication needs – SLCN • TCT booklets: ‘Misunderstood’ and ‘Don’t get me Wrong’

  8. Activity 2 Barriergame

  9. It’s really important to consider the effects of

  10. Factors relating to SLCN

  11. Every child or young person’s SLCN will be different and individual

  12. Some terms • Primary SLCN • SCLN in the absence of any other difficulty. Sometimes called ‘specific speech or language impairment’

  13. SLCN as part of… • General learning difficulty • Autism Spectrum disorder • Syndromes – eg Down’s, Fragile X • Sensory impairment – hearing, visual, multi-sensory • Cerebral Palsy • Dyslexia • Attention Deficit Disorder • Selective mutism……

  14. Couple of terms Delay follows the typical pattern of development Right support and early intervention – many can catch up Disorder Pattern unique to each child, one or more aspect of language affected May require more targeted, specialist intervention. May have persistent SLCN

  15. Facts and figures • SLCN most prevalent area of SEN (eg 23% of primary pupils with SEN₁) • But remember how SLCN is a feature of many other areas of need • 5-7% of children have specific language impairment ₂ • In some areas, upwards of 50% of children enter education with delayed (‘inadequate’) language₃

  16. Activity 3 The impacts of SLCN – what’s the big deal? In groups of 3, choose one element of the school day. This could be a particular lesson, activity or task, playtime – anything you like. What might the impacts be on this for a child with SLCN?

  17. Big deal is… See I CAN Talk papers

  18. The role of primary teachers in supporting SLCN • Knowing how important language is! • Getting the communication environment tip-top • Quality first teaching • Identifying children who find communication difficult • Working collaboratively to support children with SLCN

  19. Recognising SLCN – two possible approaches Ages and stages resources Indicators checklists Using your knowledge and observations of the child or young person, highlight the behaviours on the checklist which the child/ young person shows Seek advice and support on ways to help • Check to see if the child is at the stage you would expect for their age • If not, see what stage they are at in the different areas of speech, language and communication • Look at ways to help and seek advice and support

  20. Speech, language and communication skills are central development and learning

  21. Supporting children with SLCN How does the school environment support speech, language and communication? How does your teaching support speech, language and communication? How can you adapt your teaching to support children with SLCN in your class? What additional approaches, strategies and interventions do you need to use?

  22. How does the school environment support speech, language and communication? Some examples… • Supportive social environment • Good information sharing • Visual support systems – eg symbols, photos, visual timetable, displays, learning outcomes • Seating • Talking area • Use of Teaching Assistant • Organisation of resources • Policies and Ethos

  23. How does your teaching support speech, language and communication and how can you adapt it? Some examples.. • Multi-sensory approaches • Range of questioning • Time for processing • Auditory and visual attention • Language differentiation • Vocabulary teaching • Monitoring understanding • Consistency of language

  24. Useful places for more information • Inclusion Development Programme • Misunderstood and Don’t get me wrong • Making your place great for communication - TCT • Communication Cookbook – I CAN – focusing on language at universal level. • Hello resources • Talking Point website

  25. What additional approaches, strategies and interventions do you need to use? • Will vary for each individual child • Collaborative approaches • Informed by assessment • Supported by effective target setting, monitoring and evaluation

  26. Activity 4 Putting it together Read the following snapshot profile of Jack. What’s your view of his SLCN? What would you like to find more out about? What do you think are the impacts for Jack in your classroom? What can you do?

  27. Jack is 6 and in mainstream • His strengths: good non-verbal skills. Good at construction and problem-solving eg jigsaws. Follows information in visual formats well • His SLCN: • Problems understanding long or complex sentences • Poor understanding of word meanings • Difficulties understanding concepts eg size, time, position • Uses shorter sentences than children his age • Difficulties understanding question words – especially when, how, why • Difficulties saying longer words

  28. Summary Really important area because of how common a need it is and the wide ranging impacts for children with SLCN Session has just been an introduction – to look at what SLCN is; what the impacts for children are; what teachers’ roles are and to provide some additional sources of further information

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